By Dorothy G. Singer
Offers a desirable and comprehensible account of formative years improvement for anyone—education and psychology scholars, day care middle staff and nursery tuition academics, and parents.
Jean Piaget is arguably an important determine of the 20th century within the box of kid psychology. Over greater than six many years of learning and dealing with young ones, he brilliantly and insightfully charted the levels of a kid's highbrow maturation from the 1st years to maturity, and in doing so pioneered a brand new mode of knowing the altering ways that a toddler involves seize the world.
the aim of A Piaget Primer is to make Piaget's very important paintings conveniently available to lecturers, therapists, scholars, and naturally, mom and dad. famous American psychologists distill Piaget's complicated findings into splendidly transparent formulations with out sacrificing both subtlety or importance. to complete this, they hire not just lucid language yet such interesting illuminations of a kid's international and imaginative and prescient as Alice's Adventures in Wonderland and Winnie-the-Pooh, in addition to media manifestations like Barney and Sesame Street. This thoroughly revised version of this vintage paintings is as stress-free because it is invaluable—an crucial advisor to comprehending and speaking with teenagers higher than we ever have prior to.
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Additional info for A Piaget Primer: How a Child Thinks; Revised Edition
International Universities Press, New York Beck AT (1985) Cognitive therapy, behavior therapy, psychoanalysis, and pharmacotherapy. A cognitive continuum. In: Mahoney MJ, Freeman A (eds) Cognition and psychotherapy. Plenum, New York, pp 325-347 Beck AT, Emery G (1985) Anxiety disorders and phobias. Basic Books, New York Beck AT, Mahoney MJ (1979) Schools of thought. Am PsychoI34:93-98 Beck AT, Rush AJ, Shaw BF, Emery G (1979) Cognitive therapy of depression. Guilford, New York Becker R (1985) Die kognitive Wende in der Verhaltenstherapie.
In the light of this new conception the importance of the individual's perception of the stimulus, perception ofthe response and perception ofthe contingency is fully acknowledged. However, this acknowledgement is far from unanimous (cf. Mahoney 1977, 1980a; Farkas 1980; Grossberg 1981; Schwartz 1982 for reviews of the most recent qebate). It is against the background ofthe growth ofCSL that the boundaries between behaviour therapy and cognitive psychotherapy seem to have become blurred, especially if the observer's attention if focussed more on the overlap in the use of techniques than on the underlying theoretical issues.
For example, Eysenck 1959,1960; Eysenck and Rachman 1965; Ullmann and Krasner 1965; Ulrich et al. 1966-1970; Wolpe 1958, 1969). In this context neuroses or neurotic symptoms are conceived as learned habits existing in the present (Eysenck 1959), that is, as involuntarily acquired, reinforced responses to specific stimuli in the environment. Consistently with this assumption, emphasis has been placed on the elimination of symptoms to eliminate the neurosis (Eysenck 1979). Although there are differences between the Wolpe-Eysenck and the Skinnerian approaches to the conception of neurosis and behavioural modification, there are also striking similarities.